Setting

Development (ESD) - three year longitudinal survey

Thank you for your hospitality and cooperation, and that of your staff, during my final visit on 24 September 2008 to look at work in ESD.

p.1

Development (ESD) - three year longitudinal survey

The visit provided valuable information which will contribute to our national evaluation and reporting. Published reports are likely to list the names of the contributing institutions, but individual institutions will not be identified in the main text. All feedback letters will be published on the Ofsted website at the end of each half-term. This was a follow up monitoring visit which is intended to assess the progress the school has made in developing ESD throughout the school since the previous visit.

p.1

Development (ESD) - three year longitudinal survey

The evidence used to inform the judgements made included: interviews with staff and pupils, scrutiny of relevant documentation, observation of three part lessons and observations of the school environment.

p.1

Development (ESD) - three year longitudinal survey

Since the last visit, the school has continued to make progress in developing sustainability throughout the school. The overall effectiveness is now good and the school has established sustainability as a core value.

p.1

Achievement and standards

Achievement and standards in ESD are good.

p.1

Achievement and standards

 All pupils are very much aware of what sustainability means and why they must care for their environment. The greater majority are committed to leading more sustainable lives. Alexandra House 33 Kingsway London WC2B 6SE T 08456 404040 F 020 7421 6855 enquiries@ofsted.gov.uk www.ofsted.gov.uk

p.1

Achievement and standards

Mrs A Simpson Acting Headteacher Moorside Community Primary School Keighley Road Ovenden Halifax West Yorkshire HX2 8AP  Pupils are aware of what global warming may mean to their lives and understand the issues linked to climate change. They recognise the need to make better use of resources and to reduce, recycle and reuse more.  Pupils understand that the culture of their community does not consider leading a more sustainable lifestyle to be a priority. However, the feel they can change attitudes and that ‘little actions’ cumulatively can have a ‘big impact’.  Pupils remark, with some pride, about how they have encouraged parents to change to energy saving light bulbs, purchase Fair Trade products or persuaded an older brother or sister not to drop litter. However, they acknowledge that not every adult is responsive. Economic necessity, especially the higher costs of fuel and energy, is beginning to change attitudes.

p.1

Achievement and standards

 Pupils take ‘social responsibility’ seriously. The last HMI visit noted the improvements in behaviour and this has continued to get even better. The many organised activities at break times support this and encourage social mix to the extent that peer and pupil support groups such as the ‘Befrienders’ report ‘a lack of business’.  Pupils unanimously identified how the atmosphere around the school has improved with a strong focus on ‘care for each other’. They report that the school is a much happier place with no evidence of bullying and very little disruptive behaviour in lessons. The ‘care’ culture has continued to flourish throughout the school.  Pupils respect the school and school environment which, despite the antiquity of the buildings, is well looked after and litter free. Pupils are developing positive social values from an early age.

p.2

Quality of teaching and learning of ESD

The quality of teaching and learning about sustainability is good.

p.2

Quality of teaching and learning of ESD

 There is increased evidence in teacher’s planning that greater attention is being paid to teaching about sustainability. This has encouraged more creative and pupil centred approaches to be used more frequently. There is an increasing focus on the learning rather than the teaching.  The context of sustainability interests pupils and they engage well with this particularly in the ‘Wow factory but also in other ESD related activities in other subjects. Some of their higher quality work is related to topics linked to sustainability.  Pupils talk positively about their experiences in the ‘Wow’ factory. They particularly enjoy the numerous opportunities to work collaboratively, discuss and discover for themselves. They also benefit from the opportunities to develop practical skills and work outside the classroom.  Weak literacy skills continue to hold back pupils’ ability to express their opinions through persuasive writing for example. Speaking skills are

p.2

Quality of teaching and learning of ESD

better developed and pupils are increasingly confident in being able to articulate and reason their views.  In the Foundation stage very good use is made of the outdoor environment to support learning.  Pupils develop a real sense of ‘awe and wonder’ when they observe ‘growth’, whether this is watching tadpoles change into frogs, caterpillars into butterflies or seeds into flowers and vegetables.

p.3

Quality of curriculum

The quality of the ESD curriculum is good.

p.3

Quality of curriculum

 All pupils are encouraged to participate in the wide range of ESD activities. They participate in weekly lessons in sustainability taught in the ‘Wow’ factory. This is a unique asset which is valued by the pupils and has raised the profile of sustainability around the school.  The wide range of enrichment visits to places as diverse as Beechwood Road Park, Ogden reservoir, and the recycling plant and landfill site has raised pupils’ awareness of the need to look after their environment.  Pupils visit the local church, celebrate the Chinese New Year and engage with a number of visitors to the school such as storytellers and artists. However, this does not yet fully reflect the diversity of cultures in the Calderdale area.  The school has utilised links with schools across Europe to focus on gardening and food. This has raised awareness of different foods and traditions and linked well with the pupils own experiences in their

p.3

Quality of curriculum

school garden. The school acknowledges that the global dimension needs to be broadened and integrated more fully into the curriculum to support community cohesion.

p.3

Leadership and management of ESD

Leadership and management of ESD are good.

p.3

Leadership and management of ESD

 The leadership of the school is supportive and has made the care agenda central to the ethos of the school. The culture of ‘care for oneself, each other and the environment’ has had a positive impact on the personal development of pupils, improved behaviour around the school and developed a greater sense of social responsibility.  The school leadership has acknowledged the importance of sustainability and confirmed its commitment by making this a management responsibility with an advanced skills teacher in charge of developments. This has raised the status and profile in both the school and community.  Staff are becoming more responsive and involved and provide positive role models for pupils. This commitment is exemplified by the fact that they take personal responsibility to ensure that waste, notably plastic, accumulated during the week is recycled.  The school is sensitive to both local and pupil needs. The ‘Walking bus’

p.3

Leadership and management of ESD

has become established not only to support healthy living but also to address social need. The route has been selected to encourage those pupils who had a history of late attendance to participate. Lateness has decreased, numbers using the facility have increased and pupils comment positively about the social side of coming to school with your ‘mates’.  The school council has now become an integral part of the school structure and has become a more effective body as a result.  Pupils feel empowered and involved and are proud of the positive changes they have influenced. They have been instrumental in providing the roof shelter for Year 1 outdoor play provision and the water coolers around the site.

p.4

Areas for improvement, which we discussed, included:

 engaging the school council and pupils to become more involved in community action in order to improve the quality of life particularly in terms of the environment in the locality of the school  continuing to develop the curriculum to ensure that sustainability is embedded more fully in all subjects  developing the global dimension to enhance community cohesion and embed learning about the wider world and cultural diversity more firmly into the pupils’ experiences.

p.4

Areas for improvement, which we discussed, included:

I hope these observations are useful as you continue to develop ESD in the school.

p.4

Areas for improvement, which we discussed, included:

As I explained in my previous letter, a copy of this letter will be sent to your local authority and will be published on Ofsted’s website. It will also be available to the team for your next institutional inspection.

p.4